Mission: Improve teaching and learning in K-12 science and mathematics through the

meaningful integration of technology into the curriculum

CIESE established in 1988 to share its university educational technology experience with schools

Implementing $20 million in grants and contracts Impacting approx. 20,000 teachers in U.S./Latin

America Teacher professional development and curriculum

development utilizing technology as a tool to enhance learning process

CIESE Highlights:

One of first organizations to design and implement large-scale teacher training programs and related curriculum development efforts using Internet in K-12 (NSF grant of $2.9 million in 1994)

Reached more than 3,000 educators from 700 schools in NJ

CIESE Highlights:

Developed/implementing a two-tiered turnkey training programs reaching 10,000 teachers in Cleveland, Miami, and Phoenix (U.S. Department of Education grant of $9.3 million in 1998)

Savvy Cyber Teacher® 30-hour PD Program Conducting Latin American programs with support

from the Inter-American Development Bank and recognition by IBM Foundation

Core Strengths:

Rigorous science and mathematics standards-based content

Large scale programs (10,000 teachers in 3 cities) International programs Strategic partnerships with complementary

organizations (Bank Street, ECS, League for Innovation)

“Unique and Compelling” Internet applications

Core Strengths:

Practical strategies for classroom implementation (project management plans)

Administrator counsel on school reform, technology policies, institutionalization

Classroom focus and “big picture” (national and international) perspective

Web Campus Graduate Course

Programs

AT&T Science LINK NJCHE “Workforce” NJ Department of Education NJSSI Inter-American Development Bank Alliance+ TICG: Maricopa, Miami-Dade,

Cuyahoga Community Colleges, League for Innovation, Educational Testing Service, Bank Street College of Education

EPA, CT DEP Curriculum Development

Part of $9.3 Million U.S. ED TICG 5 year program in Phoenix, Miami, Cleveland 10,000 teachers/5 years Two-tiered turnkey training program to build local capacity

Alliance+

Curriculum Materials

“Unique and compelling Internet interdisciplinary learning opportunities

that engage students in

doing real science”

Leveraging the Leveraging the Internet for LearningInternet for Learning

Unique

Cannot be done without Internet

technology

Compelling

Provides real world learning

experiences

Leveraging the Leveraging the Internet for LearningInternet for Learning

How can the Internet be used as an educational tool and what impact do these applications have on student learning and achievement?

Weather Data

Historical Diaries

Publishing Student Stories to the Web

Keypal or ePal Exchanges

WebQuests

Accessing Foreign

Newspapers

Politicians Voting Records

Online Research

Using Online Quizzes

Finding Lesson Plans

(word processors, spreadsheets, KidPixs)

(Tom Snyder, Oregon Trails, etc.)

(PLATO, CCC, Reading tutors)

Leveraging the Leveraging the Internet for LearningInternet for Learning

21st C

entu

ry W

ork

forc

e S

kil

ls

Ad

vanc

ed

Higher-order Thinking SkillsBasic Advanced

Drill & practice

Productivity tools

Simulations & exploratory

Computer-based Applications

Weather Data

Historical Diary

Student Web Page

Keypal/ePal Exchange

WebQuests

Foreign Newspapers

Voting Records

Research

Online Quizzes

Lesson Plans

Leveraging the Leveraging the Internet for LearningInternet for Learning

21st C

entu

ry W

ork

forc

e S

kil

ls

Ad

van

ced

Skill Level on NJ State Assessments (GEPA, ESPA, HSPA)

Partially Proficient Advanced Proficient

Traditional

Unique & Compelling

Innovative

Internet-based Applications

Proficient

Bas

ic

Leveraging the Leveraging the Internet for LearningInternet for Learning

“Twelfth-grade students who reported using computers to collect data, download data, or analyze data had higher average scores than students who reported never doing so.”

(http://nces.ed.gov/nationsreportcard)

Leveraging the Leveraging the Internet for LearningInternet for Learning

“Eighth-graders whose teachers had students use computers for simulations and models or for data analysis scored higher, on average, than eighth-graders whose teachers did not.”

(http://nces.ed.gov/nationsreportcard)

Unique & CompellingIntegrating the Internet into the K-12 Classroom

Use of the Internet as a Communication Tool Students can use the Internet to communicate with

experts in various fields, or with other classrooms and students from around the world.  Ask-An-Expert Projects Telementoring Collaborative Projects

Unique & CompellingIntegrating the Internet into the K-12 Classroom

Use of the Internet to Access Real-Time Data

Students can access real-time information that can dynamically enrich their science lessons and impact on problem solving and critical thinking skills. Weather Satellite Images Remote Sensing Data (e.g. Air Quality) Government Databases

Unique & CompellingIntegrating the Internet into the K-12 Classroom

Use of the Internet to Publish Student Work Students can publish their work online where the

whole world can see it, comment on it, and interact with the students about it.  Student Presentations/Reports Integrates Reading, Writing and

Communications Skills Great Motivator!

Unique & CompellingIntegrating the Internet into the K-12 Classroom

Use of the Internet to Access Primary Sources Students now have access to digitally archived

historical documents, from the Library of Congress and National Archives. Diaries Historical Photographs Creates Multidisciplinary Lessons

CIESE Online Materials

www.k12science.org

www.k12science.org/presentations/cposcience/

“How do you know it works?”

Engaging, real-world, problem-based, interdisciplinary learning experiences utilizing quantitative analysis, critical thinking skills, authentic use of technological tools

Educational Testing Service Studies NSF/Yale University Study Columbia ILT Curriculum Evaluations

“How do you know it works?”

ETS Teacher Study:-less time lecturing-more comfortable with small group activities-more cooperative learning-better instruction for different learning styles-better teacher of problem-solving skills-better able to present complex materials

“How do you know it works?”

NSF/Yale University Study:-Materials coherent with Triarchic Theory of Human

Intelligence-Emphasize practical, creative, analytical learning-Rigorous, controlled study of with/without Internet-

based real time data-NSF Report submitted summer 2002

CIESE RecognitionCIESE Recognition

Recognition of curriculum materials by:

Edward A. FriedmanBeth McGrath

Mercedes McKayhttp://www.k12science.org

http://www.k12science.org/presentations/cposcience/

Savvy Cyber Teacher®

http://www.k12science.org/cyberteacher